Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

AN ASSESSMENT OF ARCHITECTURE STUDENTS' PERCEPTION ON THE SOFT AND PRACTICAL SKILLS INTEGRATION INTO THE CURRICULUM STRUCTURE FOR SUSTAINABLE DEVELOPMENT IN NIGERIA

Graduates' unemployment is a critical issue in Nigeria. The government and Higher Learning Institutions (HLIs) emphasis on the soft and practical skills integration in the curriculum structure is to turn out graduates with balanced capacities, diversities and flexibilities to survive the competitive labour market. Even though, little empirical findings are available on the level of soft and practical skills integration in the Nigeria public universities, particularly architecture programmes, the construction industry is seen as a major contributor to national economic development. Contemporary skills requirement for the graduating architects' self-empowerment is still contentious in the academic circle. This paper aimed to propose Architects' Career Skills Development (ArCaSD) assessment model and ten hypotheses were postulated to test the model. It is premised that the architecture students' perception on the level of infusion and acquisition of the entire range of soft skills and practical workshop practice embedded in the architecture's curriculum structure for self-empowerment be evaluated. Quantitative research methodological approach and structural equation modelling were employed to analyse the data collected from 153 students. The finding showed that all the ten hypotheses were supported and positively significant. In addition, the perception of the students on the soft skills integration is substantially positive and above average. The findings further indicates that, despite the practical skills acquisition, there is need to focused more on the architectural design rather than combining it with practical training in entrepreneurship and pragmatic workshop practice. In conclusion, students' narrow-mindedness on the importance of entrepreneurship and practical skills development call for innovation in architecture's curriculum structure and pedagogical approach to facilitates capacity building for employment creation and national economic development in Nigeria

Load flow studies on stand alone microgrid system in Ranau, Sabah

This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

This article describes a three‐sector, national research project that investigated the integration aspect of work‐integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic‐workplace learning. The research constituted a series of collective case studies, and there were two main data sources — interviews with three stakeholder groups (namely employers, students, and co‐op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off‐campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off‐campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on‐ and off‐campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals

Varieties of Professional Domains and Employability Determinants in Higher Education

This paper discusses graduates employability and early career success. In this context it follows multiple goals. First, it overviews the key research issues, results and concepts related to HE graduates’ transition. While this classification remains on the level of a simplified meta overview, it indicates the need for the contextualisation of graduate models and improvements in the interpretation of results. Second, it provides a short overview of the graduate transition models developed in early stages of the DEHEMS project and prior to it. Third, it applies theoretical considerations and the model developed in previous sections to a case study analysis of two domains. The data set relates to Slovenian graduates 5 years after they graduated from the HEGESCO international survey. The preliminary analysis leads to general conclusions and recommendations for further analysing and comparing different professional domains. Some concluding observations related do domain varieties are: a) graduates’ professional success is a multidimensional concept and requires modifications when applied to analytical models of study domains, b) even when the results of different study domains appear to be similar, their meaning can differ a lot when the interpretation is placed within the specific context of a professional domain, c) the principles and responsibility of the competencies incubation phase from education and the labour market should be interpreted and understood in line with the expected function of the HE institution, e) knowing the prevailing logic behind graduates’ jobs, such as managerialism, bureaucracy or professionalism in relation to graduates’ career observations might be another factor in determining graduates’ career success factors, f) when considering the factors of career success or the quality of jobs, one should be aware there might be an important difference when considering a model on an individual-level or a country-level basis.

HR Professionals’ Preferred Skill for Business Graduates in Service Sector

The current study attempts to explore the skills that are valued by service sector HR professionals (public listed) and to identify the top four needed skills by service sector HR professionals. Based on the literature review two objectives were formulated that seventeen skills are the anticipated attributes for employability and the most preferred skills preferred by HR professionals are adaptability, leadership, team work and work ethics. To assess employability,” Employer Perspective of the Business School Graduate” scale was adapted from Jackson (2013) study. The sample of the study consisted of 126 HR professionals from public listed companies in service sector. Rotated Component Matrix was used to calculate the top four preferred skills. The findings of the study suggest that four skills were preferred by HR professionals i.e. 1) adaptability, 2) leadership, 3) teamwork, and 4) work ethics. The implication of the findings is discussed in the study.

By Design: Engaging Employers in Workforce Development Organizations

Workforce development practitioners and policymakers have come to recognize the importance of employers as customers. Too often, however, not enough time is devoted to considering (much less implementing) the organizational and programmatic changes necessary to truly engage employers. By Design describes strategies used by three organizations to effectively engage employers in workforce development efforts. Jewish Vocational Service, San Francisco; Training, Inc., Boston and WIRE-Net, Cleveland, have successfully involved employers in a variety of different waysfrom including them on the Board of Directors to having them teach training classes. By Design outlines employer-engagement strategies in detail to help other organizations substantively involve employers in daily activities and services

Employability: A Comparative Case Study Examining Teaching Soft Skills in Employment Focused Certificate Programs for Adult Learners

It is acknowledged that proficiency in soft skills is necessary for career success; however, employers say that new graduates lack these skills. Nevertheless, there is scant agreement on what they are, how they are developed, and how they are measured. In addition, the literature on soft skills acquisition is limited to high school or college students and graduates; there is not much information on adult learners. The purpose of this qualitative comparative case study was to examine how soft skills are defined, taught, and assessed in adult workforce development training. The population in the study were instructors and program administrators in state-funded programs in urban communities throughout New York State. Data were collected through a survey, documents, and semi-structured interviews, and analyzed against three employability learning frameworks. The findings of the study indicated that the soft skills considered important to prepare adults for employment were related to communication, professional traits and behaviors, and teamwork. The skills were taught through coursework, career development workshops, experiential learning, and student advisement. Competence was assessed primarily by course and program completion and less so by placement into employment. Recommendations for practice include developing student learning outcomes and assessments with input from industry, standardizing curriculum content and delivery, creating opportunities for practice and reflection, and providing training and support for staff. Recommendations for future study include developing an instrument to pretest and posttest student soft skill gain, incorporating the voices of students and employers, and investigating how to teach soft skills in a virtual environment